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\pard\plain\pard\ql{\plain\f4684\fs24\cf1 Each exploration should be assessed against the following five criteria.\par }
\pard\ql{\plain\b\f4684\fs24\cf3 \par }
\pard\ql{\plain\b\f4684\fs24\cf3 Criterion A\par }
\pard\ql{\plain\f4684\fs24\cf1 Communication\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Criterion B\par }
\pard\ql{\plain\f4684\fs24\cf1 Mathematical presentation\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Criterion C\par }
\pard\ql{\plain\f4684\fs24\cf1 Personal engagement\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Criterion D\par }
\pard\ql{\plain\f4684\fs24\cf1 Reflection\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Criterion E\par }
\pard\ql{\plain\f4684\fs24\cf1 Use of mathematics\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 The descriptions of the achievement levels for each of these five assessment criteria follow and it is important to note that each achievement level represents the }
{\plain\b\f4684\fs24\cf1 minimum}
{\plain\f4684\fs24\cf1  requirement for that level to be awarded.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs44\cf3 Achievement levels\par }
\pard\ql{\plain\b\f4684\fs36\cf1 Criterion A: Communication\par }
\pard\ql{\plain\f4684\fs24\cf1 This criterion assesses the organization and coherence of the exploration. A well-organized exploration contains an introduction, has a rationale (which includes explaining why this topic was chosen), describes the aim of the exploration and has a conclusi}
{\plain\f4684\fs24\cf1 on. A coherent exploration is logically developed and easy to follow.\par }
\pard\ql{\plain\i\f4684\fs24\cf1 Graphs, tables and diagrams should accompany the work in the appropriate place and not be attached as appendices to the document.}
{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf3 Achievement level\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Descriptor\par }
\pard\ql{\plain\f4684\fs24\cf1 0\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration does not reach the standard described by the descriptors below.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 1\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration has some coherence.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 2\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration has some coherence and shows some organization.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 3\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration is coherent and well organized.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 4\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration is coherent, well organized, concise and complete.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs36\cf1 Criterion B: Mathematical presentation\par }
\pard\ql{\plain\f4684\fs24\cf1 This criterion assesses to what extent the student is able to:\par }
\pard\ql{\plain\f4684\fs24\cf1 \tab \'a5\tab use appropriate mathematical language (notation, symbols, terminology)\par }
\pard\ql{\plain\f4684\fs24\cf1 \tab \'a5\tab define key terms, where required\par }
\pard\ql{\plain\f4684\fs24\cf1 \tab \'a5\tab use multiple forms of mathematical representation such as formulae, diagrams, tables, charts, graphs and models, where appropriate.\par }
\pard\ql{\plain\i\f4684\fs24\cf1 Students are expected to use mathematical language when communicating mathematical ideas, reasoning and findings.}
{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\i\f4684\fs24\cf1 Students are encouraged to choose and use appropriate ICT tools such as graphic display calculators, screenshots, graphing, spreadsheets, databases, drawing and word processing software, as appropriate, to enhance mathematical communication.}
{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf3 Achievement level\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Descriptor\par }
\pard\ql{\plain\f4684\fs24\cf1 0\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration does not reach the standard described by the descriptors below.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 1\par }
\pard\ql{\plain\f4684\fs24\cf1 There is some appropriate mathematical presentation.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 2\par }
\pard\ql{\plain\f4684\fs24\cf1 The mathematical presentation is mostly appropriate.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 3\par }
\pard\ql{\plain\f4684\fs24\cf1 The mathematical presentation is appropriate throughout.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs36\cf1 Criterion C: Personal engagement\par }
\pard\ql{\plain\f4684\fs24\cf1 This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These include thinking independently and/or creatively, addressing person}
{\plain\f4684\fs24\cf1 al interest and presenting mathematical ideas in their own way.\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Achievement level\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Descriptor\par }
\pard\ql{\plain\f4684\fs24\cf1 0\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration does not reach the standard described by the descriptors below.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 1\par }
\pard\ql{\plain\f4684\fs24\cf1 There is evidence of limited or superficial personal engagement.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 2\par }
\pard\ql{\plain\f4684\fs24\cf1 There is evidence of some personal engagement.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 3\par }
\pard\ql{\plain\f4684\fs24\cf1 There is evidence of significant personal engagement.\par }
\pard\ql{\plain\f4684\fs24\cf1 4\par }
\pard\ql{\plain\f4684\fs24\cf1 There is abundant evidence of outstanding personal engagement.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs36\cf1 Criterion D: Reflection\par }
\pard\ql{\plain\f4684\fs24\cf1 This criterion assesses\'cahow the student reviews, analyses and evaluates the exploration. Although reflection may be seen in the conclusion to the exploration, it may also be found throughout the exploration.\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Achievement level\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Descriptor\par }
\pard\ql{\plain\f4684\fs24\cf1 0\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration does not reach the standard described by the descriptors below.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 1\par }
\pard\ql{\plain\f4684\fs24\cf1 There is evidence of limited or superficial reflection.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 2\par }
\pard\ql{\plain\f4684\fs24\cf1 There is evidence of meaningful reflection.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 3\par }
\pard\ql{\plain\f4684\fs24\cf1 There is substantial evidence of critical reflection.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs36\cf1 Criterion E: Use of mathematics\par }
\pard\ql{\plain\b\f4684\fs30\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 This criterion assesses to what extent students use mathematics in the exploration.\par }
\pard\ql{\plain\i\f4684\fs24\cf1 Students are expected to produce work that is commensurate with the level of the course. The mathematics explored should either be part of the syllabus, or at a similar level or beyond. It should not be completely based on mathematics listed in the prior l}
{\plain\i\f4684\fs24\cf1 earning. If the level of mathematics is not commensurate with the level of the course, a maximum of two marks can be awarded for this criterion.}
{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\i\f4684\fs24\cf1 A piece of mathematics can be regarded as correct even if there are occasional minor errors as long as they do not detract from the flow of the mathematics or lead to an unreasonable outcome.}
{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\b\f4684\fs24\cf3 Achievement level\par }
\pard\ql{\plain\b\f4684\fs24\cf3 Descriptor\par }
\pard\ql{\plain\f4684\fs24\cf1 0\par }
\pard\ql{\plain\f4684\fs24\cf1 The exploration does not reach the standard described by the descriptors below.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 1\par }
\pard\ql{\plain\f4684\fs24\cf1 Some relevant mathematics is used\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 2\par }
\pard\ql{\plain\f4684\fs24\cf1 Some relevant mathematics is used. Limited understanding is demonstrated.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 3\par }
\pard\ql{\plain\f4684\fs24\cf1 Relevant mathematics commensurate with the level of the course is used. Limited understanding is demonstrated.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 4\par }
\pard\ql{\plain\f4684\fs24\cf1 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is partially correct. Some knowledge and understanding are demonstrated.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 5\par }
\pard\ql{\plain\f4684\fs24\cf1 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is mostly correct. Good knowledge and understanding are demonstrated.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
\pard\ql{\plain\f4684\fs24\cf1 6\par }
\pard\ql{\plain\f4684\fs24\cf1 Relevant mathematics commensurate with the level of the course is used. The mathematics explored is correct. Thorough knowledge and understanding are demonstrated.\par }
\pard\ql{\plain\f4684\fs24\cf1 \par }
}